Nursing education is evolving due to technological advancements, and training institutions are expected to incorporate best practices and make sure that students are interested and motivated with the educational use of technology. In order to interact with the technology-mediated learning environment, nursing students must acquire digital educational technology competencies, which cannot be presumed to have been a part of their prior education. Technology is said to improve students’ motivation and focus whilst supporting student-centred learning strategies (Owusu-Agyeman & Larbi-Siaw 2018). It enables instructional delivery beyond the confines of the traditional classroom, thereby overcoming temporal and geographical limitations. In addition, it fosters self-directed and inquiry-driven learning, promotes collaborative engagement and cultivates lifelong learning habits (Forde et al. 2024). Furthermore, it enhances critical thinking skills and supports the effective integration of theoretical knowledge into clinical practice. These competencies are fundamental to the nursing profession. Leonardsen et al. (2023) reported that students possessing advanced digital competencies demonstrated superior academic performance, attributable to their ability to efficiently retrieve information and complete online coursework. In a similar vein, Ibrahim and Aldawsari (2023) identified a significant positive association between digital competence and academic achievement in hybrid learning settings. Collins (2024) reported that nursing students demonstrating higher levels of digital competence showed greater engagement with online learning platforms, including active participation in virtual discussions and collaborative group projects. This heightened involvement was associated with increased academic motivation, as students developed greater confidence in their ability to use digital tools effectively. Moreover, access to a variety of digital learning resources, such as instructional videos, interactive quizzes and simulation activities, offered flexible and engaging learning experiences that further strengthened student motivation. Similarly, Haleem et al. (2022) found that students with well-developed digital skills were more inclined to engage in self-directed learning activities, including reviewing online tutorials and taking part in virtual simulations. Such practices were linked to enhanced intrinsic motivation, as students assumed greater responsibility and autonomy in managing their own educational experiences.

Furthermore, it allows for more personalised and flexible learning experiences, it plays a critical role in skills development, increases engagement in practical real-world scenarios and in a safe, controlled environment (Graham, Allen & Ure 2015; Tomas, Thomas & Carey 2020). However, the development of such competencies remains challenging for many nursing students, often due to insufficient access to technological resources or inadequate training opportunities.

Despite these promising potential benefits, nursing institutions in low-income countries face challenges in effectively incorporating digital technologies due to infrastructural constraints, the need for educator training and limited resources for technology implementation (Spector 2016). Garzón-Artacho et al. (2021) emphasised that limited digital proficiency constitutes a substantial barrier, particularly in online courses that demand active engagement with digital tools for learning, communication and collaborative activities. Many nursing schools lack the necessary hardware and software and reliable internet connectivity to support the integration of technology into their educational programmes (Leow, Lee & Cheong 2020). This digital divide limits access to the tools needed to implement a technology-enhanced curriculum. This lack of resources further exacerbates the disparity in educational quality between institutions in developed and developing countries (Graham et al. 2015).

Apart from the resource constraints in the use of digital educational technologies in nursing education, it provides challenges for student engagement and motivation. Nursing students often must balance demanding clinical placements and academic responsibilities, making it difficult for them to remain fully engaged with digital learning platforms (El-Sayed 2023). Whilst digital tools can offer more flexible and individualised learning experiences, they also pose the risk of student disengagement. Research has shown that students may have difficulty staying motivated and actively participating in online courses, especially in the absence of face-to-face interaction and hands-on experiences. In addition, not all students are comfortable with or prepared for digital learning. Some students may lack the necessary digital literacy skills to effectively navigate online platforms or may struggle with technology-related challenges such as poor internet access or inadequate devices (Spector 2016). Ineffective integration of educational technology, inadequate educators’ training in technology use and insufficient financial investment in technological development and maintenance have been consistently associated with poor learning outcomes in nursing education (Makhene, Nene & Mhlongo 2025). These can lead to a lack of confidence in using digital tools and, consequently, reduced learning outcomes. On the other hand, in many nursing educational settings, there is a deep-rooted belief that face-to-face learning is more effective than online or blended learning. This belief can create resistance to the adoption of digital tools, especially amongst senior educators who have been accustomed to traditional teaching methods for decades (Beyea & Nicoll 2020). Additionally, institutional resistance may arise due to the perceived complexity and cost of integrating new technologies into existing curricula. Nursing institutions may be reluctant to adopt new technologies unless they are assured of their effectiveness in improving learning outcomes and their alignment with institutional goals (Leow et al. 2020). Some nursing training institutions are wary of over-relying on technology, fearing that it might detract from essential hands-on, clinical learning experiences that are fundamental in nursing education. As nursing education is highly practice-oriented, some staff members may argue that virtual simulations cannot fully replicate the experience and learning that takes place in clinical settings (Beyea & Nicoll 2020). This scepticism about the efficacy of digital tools can contribute to slower adoption rates and limited use of these technologies in nursing education programmes. Thus, this study investigated the utilisation of digital educational technologies amongst undergraduate nursing students in the Western Cape.

The study presents the broad utilisation and constraints of digital educational technologies amongst undergraduate students, particularly within the nursing education context.

There are high levels of experience with digital educational technology and high levels of usage of common digital education technologies. The data show that the respondents reported very high use of digital educational technology, particularly the use of the institutional learning management system (Ikamva), social media for academic engagement and PowerPoint for content sharing. This aligns with previous literature highlighting how students leverage familiar, user-friendly platforms for informal learning and peer support (Wang et al. 2022), a trend that has intensified in the post-coronavirus disease (COVID) era as remote and hybrid learning environments normalised the use of digital tools for academic and social connection. The gender-based difference in social media use (χ² = 14.08, p = 0.007) is consistent with other studies noting gendered digital behaviour, where female students often engage more in communicative and collaborative online activities (Casas, Del Rey & Ortega-Ruiz 2020). Despite the growing availability of digital educational technologies, low engagement with immersive technologies and discussion forums is notable, with only 34.3% reported using immersive technology, like VR, reflecting barriers such as access, training, or curriculum integration challenges echoed in current literature (Moreno-Ger, Burgos & Torrente 2021). Moreover, evidence from a randomised controlled trial suggests that clinical virtual simulation can significantly improve knowledge retention, clinical reasoning skills and student satisfaction (Padilha et al. 2019). Virtual reality has also been reported to accelerate skill acquisition and foster a low-stress learning environment (Chang & Lai 2021). The underutilisation of discussion forums, a key tool for collaborative learning, may reflect a broader shift amongst both students and educators towards more immediate and interactive communication formats, such as messaging apps or video conferencing platforms, which have become more prevalent in post-COVID digital learning environments (Wambua et al. 2025). The benefits are strongly affirmed by over 86% students, who indicated positive impacts on the educational experience, including enhanced accessibility, flexibility and integration of diverse resources. These findings mirror prior research that supports digital educational technology as an enabler of learner autonomy, personalised pacing and multimodal content engagement (Timotheou et al. 2023).

Despite the perception of benefits, students identified serious constraints, particularly technical issues (93.3%) and reduced peer interaction (78%), reinforcing concerns around digital infrastructure and the social dimension of learning (Bozkurt & Sharma 2020). Furthermore, Loureiro, Sousa and Antunes (2021) noted diminished interpersonal interaction and technical issues as notable drawbacks of digital educational technology implementation. Male respondents expressed significantly more concerns about depersonalisation (χ² = 8.61, p = 0.003) and higher resistance to digital educational technology (χ² = 9.69, p = 0.003), aligning with findings by Liaw, Hatala and Huang (2020), who observed that female students often exhibit higher digital learning self-efficacy. Related studies have similarly identified challenges such as insufficient IT training, limited internet access, ownership of digital devices, low IT competency and attitudinal barriers (Gause, Mokgaola & Rakhudu 2022; Singh & Masango 2020). Other barriers reported in the literature include inadequate Information and Communication Technology knowledge, unreliable electricity supply, limited availability of appropriate technological tools and insufficient training for educators in ICT use (Essel, Awuni & Mohammed 2020).

The role of digital educational technology was particularly promising in clinical simulation. Over 90% of students indicated its value in repeated practice until they develop competency in nursing education, where mastery of clinical procedures is essential. The statistically significant relationship (χ² = 8.856, p = 0.031) suggests specific pedagogical strategies using digital educational technology simulations are particularly effective and may influence learning outcomes (Kefalis 2025). Overall, the results show that DETs enhance student engagement, autonomy and competence, particularly when integrated meaningfully into the learning process. Further benefits include the promotion of self-directed learning, provision of a safe environment for practice, and allowance for error-based learning, which contributes to improved clinical skill execution. However, technical, social and pedagogical barriers still limit full optimisation of these tools.

The study was undertaken to examine the extent and patterns of digital educational technology utilisation amongst undergraduate nursing students and to identify gaps between basic digital tool usage and meaningful pedagogically driven engagement in nursing education. The findings of this study indicate that the majority of undergraduate nursing students routinely utilise digital educational tools, particularly learning management systems, social media platforms such as Facebook, and presentation software including PowerPoint, primarily for accessing course materials, communication and assignment preparation. Whilst these technologies support basic academic functions, their use appears to be largely instrumental and task-oriented. In contrast, more interactive and pedagogically advanced digital tools, such as blogs, online discussion forums and immersive technologies including virtual or simulation-based learning environments, remain comparatively underutilised. This pattern suggests a discernible gap between foundational digital literacy and the meaningful integration of technology to promote higher-order learning, collaborative knowledge construction and experiential clinical simulation. The limited engagement with interactive and immersive platforms may constrain opportunities for reflective dialogue, peer collaboration, and the development of clinical reasoning skills within digitally mediated environments. Thus, the findings underscore the need for targeted institutional strategies to enhance digital competence amongst nursing students. Such strategies may include structured training programmes, integration of interactive technologies into curricula and the development of pedagogically aligned digital learning activities designed to foster critical thinking, collaboration and authentic clinical learning experiences in undergraduate nursing education. The study implies that undergraduate nursing education requires a systematic, curriculum integration of interactive and immersive digital technologies supported by faculty development, competency-based training, and a need for institutional investment to enhance meaningful engagement, collaborative learning and clinically relevant skill development.